In an era increasingly shaped by generative artificial intelligence (Gen-AI), human-centred pedagogy remains essential for sustaining meaningful learning in gamified and technology-based economics classrooms. This study examined the effects of gamified learning and technology-based instruction on students’ economic literacy and retention in Nigeria. This study adopted a quasi-experimental pretest-posttest non-equivalent control group design. The population comprised students offering economics in Lagos State model colleges, with a sample of 142 students selected from intact classes using multistage sampling. Three null hypotheses were tested at the 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA) and paired-sample t-test. Findings revealed that gamified learning significantly improved students’ economic literacy, F(13,128)=7.97, p<.001, partial η²=.141, while technology-based instruction also produced a significant effect, F(12,129)=8.34, p<.001, partial η²=.124. Knowledge retention scores were significantly higher than post-test scores, t(262)=18.95, p<.001, which indicated durable learning gains. Human-centred instructional innovation strengthens economic understanding and long-term retention. It is therefore recommended that economics teachers systematically integrate human-centred, gamified and technology-based instructional strategies to enhance engagement and sustained learning outcomes.

Presenters

• Abidat Mohammed abidat.mohammed@lasu.edu.ng, Lagos State University
• Akinola Jimoh akin4jimoh@yahoo.com, Lagos State University